(Note: Be sure to check back every couple of days for the next section of the three part series)

The simplest (when is anything simple in education?) definition of “Modeled Writing” is writing(s) done by the instructor or facilitator. For “Shared Writing“, the basic definition would be a writing done by the instructor/facilitator and the student. And last, but not least, “Interactive Writing” can be explained as sharing the writing between two or more students with the teacher in a guidance role.

While all of these writings have their good and bad qualities, and can be used effectively in differing situations. But I would like to examine each of these on the basis of instructor preparation and usage.

Modeled Writings

Regie Toutman (in Conversations, 2000) describes modeled writing as “writing out loud”. I would like to expand on that note as saying that it is a writing that takes the least amount of preparation and creativity than any of the others. But please do not take that phrase as necessarily “bad“. On the contrary, it can be great if used to describe how to put a bicycle together or to create a comment to the editor of your local newspaper.

The problem can be, if the instructor is not careful, too factual and bland. The teacher just writes on a board; overhead; computer; paper; etc and the students get to “watch”. There is very little creativity and planning on the instructor’s part, which does not allow for very much student interactivity.

The average student may loose focus on the lesson after a few minutes. This type of writing has been around for hundred’s of years with very little change.

Letters, recipes, informational narratives, and directions are all examples

Shared Writing

When student receive feedback from a teacher, it may not address the student’s personal learning needs.  But when an instructor and student write something together, some student’s obtain a better grasp of what the instructor is trying to convey.  This appears to be the best usage of the shared writing method.

Interactive Writing
Interactive writing is my personal favorite.  When two or more student’s collaborate on a writing project, the best of the students shine through.  If one student can eloquently restate the thoughts of their group, it makes the group grow and expand.  If one student understands the knowledge area slightly better than someone else, the discussion that arises causes the writing to become better.

Some problems that I have seen personally, and that an instructor needs to watch out for, is the student that wants to do it all by themselves, the student that wants to sit back and do nothing; the student that is shy; the student that is overbearing; and the student that disrupts the group.  While these students are seen in every classroom, the instructor needs to make special note of them and see that the group works together as a cohesive unit.